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Primary PGCE

Mentor Handbook 2018 - 2019

Director of the Primary PGCE Programme: Mandy Cockayne Room: L19 G11 Tel: 0118 378 2682 E-mail: a.m.cockayne@reading.ac.uk

Assistant Director: Jo Hyland Room: L19 G24 Tel: 0118 378 2676 E-mail: j.hyland@reading.ac.uk Partnership Administrator: Chris Green Room: L16 G10 Tel: 0118 378 2609 E-mail: pgceprimary@reading.ac.uk Primary Placement Co-ordinator: Room: L16 G10 Tel: 0118 378 2621 E-mail: ioeschoolplacements@reading.ac.uk

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Contents The Role of the Mentor ............................................................................................................................................. 6

Key Documentation ................................................................................................................................................... 6

The Weekly Meeting .................................................................................................................................................. 7

Assessment .................................................................................................................................................................. 7

Staged Planning Support ......................................................................................................................................... 7

Observing Lessons .................................................................................................................................................... 8

Setting Targets ............................................................................................................................................................ 8

Observing Experienced Teachers ........................................................................................................................ 8

How to Support an RPT who requires Extra Support ................................................................................... 8

RPT Attendance at School/Absence from School ........................................................................................ 9

Mentor Support ........................................................................................................................................................ 10

Mentor Certification ............................................................................................................................................... 10

CPD entitlement for mentors and schools .................................................................................................... 10

Appendix 1: The Shared (Autumn) Placement ............................................................................................. 11

Appendix 2: Mentor checklist of expectations ........................................................................................... 12

Appendix 3: Teaching Requirements/Commitments for Autumn School Experience ............... 14

(For RPTs) .................................................................................................................................................................... 14

Appendix 4: Assessment for the Autumn School Experience ............................................................... 15

Appendix 5: RPT Progress Review Checklist ................................................................................................ 16

Appendix 6: Guidance for Effective Lesson Feedback ............................................................................. 17

Appendix 7: Extra Support Proforma and Exemplar ................................................................................. 18

Appendix 8: Teachers’ Standards Grading Statements for the Autumn Placement .................... 22

Appendix 9: Lesson Planning Staged Support Flowchart ........................................................................ 24

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Transforming Lives Through Education At Reading we train teachers who become reflective professionals able to secure the very best for all children. We support them to be resilient, creative and inclusive. With the highest expectations of learning, progress and development, they inspire children to become confident, active citizens who are able to cope with the fast-moving demands of the 21st century. We offer a range of routes into teaching that utilise our strong partnership with local schools, providing a personalized approach to trainees from diverse backgrounds and experiences. Our commitment to ensuring equal opportunities is evident through our pastoral support which recognises and nurtures the potential in every trainee. All programmes incorporate practical experience grounded in rigorous educational research. Between the campus environment and the diversity embedded within partnership schools, our trainees develop a strong identity as beginner teachers and educators of the future. Our ITT priorities for 2018-2019: As we work together in partnership, the university and schools have a common aim: to develop our Reading Partnership Teachers (RPTs) into excellent new teachers who will be assets to the schools in which they work. To achieve this goal, it is important that we are all aware which areas have been identified as needing more focus. Review processes across the partnership have led to the following priorities being identified for this academic year:

1. Ensure RPTs can teach responsively and articulate their rationale for the decisions they make. 2. Develop shared responsibility for early identification and intervention processes in relation to

RPT progress. 3. Further secure the consistency and quality of mentoring, including a focus on co-planning and

personalisation of training. We aim for all mentors to be at least Level 2 certificated. 4. Work with school partners to ensure RPT workload is sustainable through purposeful

placement requirements, in line with Teacher Workload Reduction Materials. Our RPTs learn from many perspectives in the partnership and we need to work together to support them. Please consider the ways you and your wider school team can provide training opportunities and stimulate meaningful reflection in these priority areas. We are continually refining our provision and our full Improvement Plans are available from each Programme Director.

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Dear Mentor, Thank you for mentoring a Reading Partnership Teacher (RPT) on their PGCE School Experience. We hope that you will find the process rewarding. Previous feedback from mentors who have worked with our RPTs have indicated that there are mutual benefits involved in mentoring, particularly the opportunities for reflection on practice and professional development that working with a teacher at the beginning of their career can bring. We do hope you will consider one of our programmes of mentor certification, please see page 9 for further details and the link to the mentor certification webpages. Please read this handbook carefully. We aim to provide you with all the information you need to fulfil your role as a mentor, as well as answers to any questions you may have. Best wishes Mandy, Jo and the PGCE team

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The Role of the Mentor

Specific expectations for the placement can be found in Appendix 3. Please

Support your RPTs: o Formally, via a mentor meeting once a week, to be recorded on the WRoP (p.9) o Informally, with regular opportunity for reflective chats (and TLC if necessary!)

Support RPTs to plan, teach and assess, being mindful of expectations at each stage of training. See the ‘Staged Planning Support’ section and document in Appendix 9 for details.

Observe lessons (at least one per week, more if possible) and provide constructive written and verbal feedback.

Support RPTs to gain evidence towards the Teachers’ Standards, at the level expected for this stage in their training. Evidence should be recorded on the ‘Evidence of Progress’ document, with a link to the RPTs School Experience file.

Support RPTs with their School Based Tasks.

Assess your RPT being mindful of their progress through the PGCE and particular expectations for this stage in their training (appendix 3).

Notify the University (your tutor or Mandy) if you have any worries or queries at all. The University Partnership Agreement, which is signed by all Partnership Schools, formalises the requirements of the role of the Mentor. The full Partnership Agreement can be downloaded from the mentor webpage.

Key Documentation

All the documents associated with the PGCE School Experiences can be found on the PGCE mentor support webpages. The following documents are key:

Evidence of Progress towards the Teachers’ Standards (EoP). This is an electronic record of the evidence the RPT is gathering as the School Experience (SE) progresses. RPTs have been advised that they should spend time each day considering their evidence and collating it in their ‘Evidence of Progress’ document. Evidence should be cross referenced to the SE file. It is the RPT’s responsibility to maintain their Evidence of Progress document.

Assessment of Progress (AoP). The AoP is an electronic document which tracks progress through the PGCE. At five Review Points during the School Experiences, progress is explicitly assessed with regard to the evidence collected to support achievement towards the Teachers Standards. A grade is awarded for each Teachers’ Standard, together with opportunities for further comments and target setting. It is the RPT’s responsibility to update their AoP at each Review Point and submit on Blackboard.

Weekly Reflection on Progress (WRoP). The WRoP is an electronic record which combines: o The RPT’s weekly reflection o A record of your weekly meeting with the RPT o The agreed targets for the RPT to take forward

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The PDP – Professional Development Portfolio. This is an electronic document which aims to track RPT’s progress over the year. Their Initial Needs document, with targets from the previous placement, is in the PDP and RPTs should share this with you at the start of the placement. RPTs are responsible for keeping the PDP updated and it should be available for you to see. Please do ask to see this and ensure the RPT is completing the required sections.

The Weekly Meeting

Throughout the training, the RPT is entitled to a weekly meeting with their Mentor. These meetings should appear on both the Mentor and RPT’s timetables so that the time is protected. At these meetings, you will:

Look back to reflect on and celebrate the RPT’s progress and achievements

Share and discuss feedback received from other teachers this week

Discuss any immediate issues, such as classes/curriculum areas to be taught this week;

Agree targets for the coming week

Monitor the RPT’s SE file and collection of evidence towards the Standards (refer to the RPT SE/PDP handbook for specific details about content).

A common model is for mentor and RPT to meet on Thursday or Friday in order to review progress for the week. The RPT’s reflections on the WRoP (note form is fine) should generate a provisional agenda and this should be given to you the day before the scheduled meeting, to give you time to prepare. The RPT’s reflections (as recorded on the WRoP) should form the basis of discussions. A record of the meeting, together with targets, should then be added to the WRoP. RPTs must submit their WRoP on Blackboard and this generally happens at the beginning of the following week, thus allowing everyone to complete their contributions and the RPT to prepare their WRoP for submission. Nb if it suits you, it is fine to have one weekly meeting with both your RPTs (if the placement is paired).

Assessment

The progress and development of your RPT is continuously assessed and monitored throughout the School Experiences, through discussion and regular teaching observations, by you as Mentor, as well as by other staff in school and the University tutor. Formal assessment takes place at six points through the year: an Interim Review midway through each School Experience; and a Progress Review at the end of each School Experience. Interim Review 1 (week 2/3 of the Autumn School Experience) is an electronic questionnaire. All other Reviews are completed on the RPT’s Assessment of Progress (AoP). Please see appendix 4 for more specific guidance on assessment for this School Experience. If there are any concerns at any point during the School Experience, please consider an Extra Support form (appendix 7). Remember your tutor and the Programme Directors will offer support and guidance should this be necessary.

Staged Planning Support

There are three phases to planning; a flowchart can be found in Appendix 9.

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In Phase One, at the beginning of the training programme, it is expected that RPTs will write a lesson plan, typically using the UoR proforma. They will need more guidance and support at this stage, and you can help to develop their confidence and competence by:

Co-planning Viewing plans and offering constructive feedback in advance Providing a medium-term plan framework Supporting the RPT with suggested resources, activities etc.

In the Autumn Term, all RPTs will be working in Phase One. Phase Two is a transition phase, as RPTs move from individual lesson planning to weekly planning, especially for English and Maths. They will continue to need your support and guidance. In the Spring Term, most RPTs will be working in Phase Two. Phase Three is the phase where RPTs are expected to become more independent in their planning, using weekly plans or annotating plans provided by the school or a commercial scheme. If RPTs need extensive support, or children are not making progress, RPTs may need to revisit Phases One and Two, and an Extra Support Form will support this process. In the Summer Term, most RPTs will be working in Phase Three.

Observing Lessons

The mentor must ensure that the RPT is regularly observed teaching and receives written feedback on the lessons observed. A focus for the observation should be given by the RPT prior to the lesson. They should provide a plan and be able with your help to identify evidence towards the Standards on the feedback sheet, which they should then highlight. More guidance, including exemplar completed observation proformas, can be found on the PGCE mentor support webpages.

Setting Targets

The target setting process should drive the progress of the RPT, and targets will be generated from discussions and lesson observations. Targets given should be SMART, with a Teachers’ Standard reference and a date by which progress will be reviewed. These should be discussed during the weekly meeting, reflecting on whether they have been met. New targets should then be set for the RPT to take forward into the week ahead. Targets should be recorded on the WRoP.

Observing Experienced Teachers

Opportunities to observe experienced teachers can be invaluable for RPTs. Please support RPTs to identify and approach members of staff to observe, and ensure that observations are focussed on an aspect of practice - ideally linked to a target.

How to Support an RPT who requires Extra Support

To support struggling RPTs, you will need to know on whom to call as well as what advice to give. These are suggested actions in the event of a RPT judged to be struggling or who has issues that need to be addressed:

Contact your school tutor, the Programme Director/s or Chris Green (PGCE administrator) as soon as possible. It is much easier to resolve problems if tackled earlier rather than later.

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Keep the school ITT Co-ordinator informed.

Complete an ‘Extra Support’ form (appendix 7).

Be specific in targets for improvement in discussion with the RPT.

Create early opportunities for how improvement can be demonstrated.

Create early relevant training opportunities e.g. observe another teacher.

Encourage, and record, the RPT’s reflection on their work in school.

RPT Attendance at School/Absence from School

The RPTs are expected to inform the Partnership Office, University Tutor (Partnership) and the school they are working in during an SE whenever they are absent. At the end of the placement, please check the RPT’s attendance record in their PDP for accuracy. Absences are only authorised for the following reasons:

Illness

Family emergency (Programme Directors must be informed)

Graduation

Interviews

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Mentor Support

We support our mentors in the following ways:

o Partnership meeting prior to the School Experience o The PGCE mentor support webpages that are intended to provide ongoing support for

mentors at a time to suit them. o Tutors and Programme Directors are always available via phone or email should you need

advice. We will visit a selection of RPTs in school; this will include RPTs about whom you have concerns.

Mentor Certification

Provides an opportunity for mentors to develop their skills, knowledge and understanding of mentoring

These skills, knowledge and understanding are transferrable

The learning outcomes have been designed to prepare mentors for our M Level Mentorship module, should mentors aspire to this route

Further details for mentor certification can be found on the mentor certification webpage: http://www.reading.ac.uk/education/partners/Reading_Partnership_Mentor_Certification.aspx

CPD entitlement for mentors and schools

All Partnership schools can take part in the Institute Inset days and twilight sessions. You are warmly invited to all staff training events, twilight sessions, conferences, etc. If you would like more details, please speak to your University tutor.

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Appendix 1: The Shared (Autumn) Placement

This Autumn placement is the first assessed placement on the Primary PGCE. This is a formative assessment. Our RPTs come from a variety of backgrounds and experience: some have been TAs in school and are therefore used to the Primary educational environment; some have had experience of schools as a volunteer. The starting point for all RPTs will be different, and their Personal Statement and Initial Needs Form should indicate their areas of strength and development. Most RPTs are paired for this placement and we suggest that paired RPTs support each other in the following ways:

As ‘critical friends’

Working together to plan (although it is important that one partner does not rely too heavily on the other)

Working together to deliver lessons

Acting as a TA/LSA for each other

One partner undertaking a joint observation with you as mentor, to observe the process of observation, taking notes and feeding back

If your RPT is not paired, then please negotiate to give the RPT some experience of working with a partner, working together to plan and deliver lessons. Please note, we expect that weekly meetings are likely to be conducted with both RPTs. The final Progress Review, however, will need to be one-to-one.

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Appendix 2: Mentor checklist of expectations

This checklist guides you through the requirements of the Autumn School Experience. It is available as a separate document on our website. Week 1

Please read your RPTs Initial Needs document and Personal Statement (these should have been emailed or given as a paper copy)

Read the RPT Autumn School Experience checklist (your RPT will have a copy, or have access to one)

Locate the supporting documents on the PGCE mentor webpages

Carry out inductions on relevant aspects of: o Health and safety o Data protection o Child protection o Behaviour management o Social media

Carry out or arrange an introduction to the school's Phonics Scheme - what programme, how implemented, groupings, resources, extra support etc.

Please sign RPT induction form to say above have been done

Give a general introduction - tour of the school, introduction to other staff, photocopier training, access to school network etc.

Consider whether there are whole school opportunities happening during the placement in which the RPT could become involved.

Provide opportunities for RPTs to work with the whole class, with activities such as register or reading a story.

Discuss the School Based Tasks and support the RPT to make appropriate arrangements, using their weekly planner.

Provide opportunities for RPTs to work with groups of children (following your planning).

Observe a lesson and give written and verbal feedback.

Enable RPT to share their targets with you.

Discuss and provide curriculum planning for the block period, including a provisional discussion of the teaching commitment and PPA for the RPT.

Provide relevant assessment information about your class.

Support RPT to identify opportunities to observe experienced teachers.

Enable your RPT to have non-contact time and to use this constructively.

At the end of week 1 have a weekly meeting and contribute to the RPT’s Weekly Reflection on Progress (WRoP).

Support the RPT to identify opportunities for Standards evidence and record these on their 'Evidence of Progress' document.

Support the RPT with target setting and develop targets (to be recorded on the WRoP).

During week 1 you will be contacted by your tutor (email or phone). Please update the tutor on progress and share any concerns.

Weeks 2 and 3

Support your RPT to fulfil their teaching commitments.

Enable your RPT to observe experienced teachers.

Enable your RPT to have opportunities to carry out their School Based Tasks.

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Enable your RPT to have opportunities to observe children, particularly their assessment focus children.

Enable your RPT to have non-contact time and to use this constructively.

Observe lessons and give written and verbal feedback.

At the end of the week, have a weekly meeting and contribute to the RPT’s Weekly Reflection on Progress (WRoP).

Support the RPT to identify opportunities for Standards evidence and record these on their 'Evidence of Progress' document.

Support the RPT with the target settings and develop targets (to be recorded on the WRoP).

Make initial arrangements for Progress Review 1 (final week).

Week 3: Complete Interim Review 1 (IR2) with your RPT – a link will be sent to you via email .

Pass on any concerns to your tutor/Programme Director and consider whether an Extra Support form is appropriate.

Weeks 4, 5 and 6

Ensure arrangements are in place for Progress Review 1 (PR1 - final week).

In preparation for PR1, support your RPT to consider their evidence for part standards and assign provisional grades.

Week 4: Please do a joint observation with the school tutor who will visit this week (w/c 5.11) or by arrangement.

Support your RPT to fulfil their teaching commitments.

Enable your RPT to observe experienced teachers.

Enable your RPT to have opportunities to carry out their School Based Tasks.

Enable RPT to have opportunities to observe children, particularly their assessment focus children.

Enable your RPT to have non-contact time and to use this constructively.

Observe lessons and give written and verbal feedback.

Support the RPT to identify opportunities for Standards evidence and record these on their 'Evidence of Progress' document.

Support the RPT with the target settings and develop targets (to be recorded on the WRoP).

Week 6: Carry out PR1 and complete the AoP.

Ensure the updated AoP is submitted to the Partnership Office (RPTs responsibility).

Pass on any concerns to the Programme Directors and consider whether an Extra Support Form is appropriate.

Complete an online evaluation of the School Experience (this will be emailed).

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Appendix 3: Teaching Requirements/Commitments for Autumn School Experience

(For RPTs)

Please note, this guidance is flexible and the specific needs and requirements of the school and the class need to inform planning.

Week 1 RPT should spend this week observing, working with groups, accessing policies etc, settling in, reading stories, doing the register.

English Week 2 – plan and team teach (with your partner) two lessons Weeks 3 & 4 - plan and team teach two consecutive lessons per week Weeks 5 & 6 - plan and teach two consecutive lessons independently (In planning for the English lessons each week, ensure as far as you are able that you get some experience teaching aspects of Spelling, Punctuation and Grammar (SPaG)

Phonics If in KS2 – visit KS1/Reception and teach three Phonics lessons alongside the experienced teacher (using their planning) If in KS1 – teach at least three Phonics lessons alongside the experienced teacher (using their planning) (These are in addition to the Phonics Directed Task below.)

Maths Week 2 – plan and team teach (with your partner) two lessons Weeks 3 & 4 – plan and teach two consecutive lessons per week Weeks 5&6 plan and teach a lesson/two consecutive lessons independently

Science Weeks 3, 4, 5 & 6 – plan and team teach a lesson each week CS Weeks 3, 4, 5 & 6 – plan and team teach a lesson each week PE Weeks 2 & 3 –shadow a teacher in PE lessons

Week 4, 5 & 6 –team teach a PE lesson alongside the teacher

Foundation subjects

Weeks 4, 5 & 6 – with your partner, plan and teach a lesson

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Appendix 4: Assessment for the Autumn School Experience

Formal assessment for this Autumn School Experience happens at two points:

Interim Review 1 (IR1) IR1 is a short online questionnaire to gauge progress and engagement at this early stage of the School Experience. A link will be sent via email during week 3 (the link will also be on the mentor webpage). Please complete with your RPT.

Progress Review 1 (PR1) PR1 is completed in the final week of the School Experience and recorded on the Assessment of Progress (AoP). This is the excel document that records RPT progress and achievement against the Teachers’ Standards through the training year.

RPTs should follow the Progress Review checklist (appendix 5) to make appropriate arrangements.

Prior to each Review Point please support the RPT to grade the part standards, using the appropriate Grading Statements (appendix 8).

During the Progress Review meeting, please consider these grades and the evidence presented to support the grading, and agree a formative grade for each standard. This should be recorded on the AoP.

Grading should take into account: o The robustness of the evidence as presented on the Evidence of

Progress document o The RPTs verbal contributions during the meeting o The reflective comment for each Standard on the Evidence of Progress o Your professional judgement

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Appendix 5: RPT Progress Review Checklist

During the week prior to the Review Point:

View the guidance video made by Mandy

Download your Assessment of Progress document and save with new filename

Make sure Mentor (and tutor for Progress Review 2 and 3/tripartite) is informed about the process

Organise time and place for Review Point meeting with Mentor. You should ensure: - you have at least 45 minutes for the meeting -there is a quite and private space for the meeting -you have access to a PC/laptop

Make sure your ‘Evidence of Progress’ document is up to date

Grade your standards evidence on your ‘Evidence of Progress” document

Complete a brief reflective comment for each Standard (this will form the basis of your reflective entry)

Progress Review and Interim Review:

With your Mentor (and tutor for PR3), complete the relevant Progress Review/Interim Review. Make sure you have clicked on and are working on the correct sheet (via the tabs at the bottom of the page). You should take into account your standards evidence, as well as outcomes and targets from the previous Review, if appropriate.

Following the Review:

Complete your reflective entry using the reflective comments for each Standard on your ‘Evidence of Progress’ document as guidance.

Following the Progress Reviews, use your reflective comments to complete your Reflective Entry.

Make sure the updated document has the correct filename

Email the updated AoP to the Partnership Office with your tutor copied in.

It is essential that your updated AoP is saved, with the correct file name, in a safe place (NOT on a memory stick).

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Appendix 6: Guidance for Effective Lesson Feedback

For exemplar completed feedback proformas, please see PGCE Mentor support webpages.

INSTITUTE OF EDUCATION: Primary Initial Teacher Training Feedback On School Experience Guidance for Effective Lesson Feedback: Whatever the focus of the feedback, all lesson feedback should comment on the impact made on the children’s learning. This is why we are all here and is a key factor in deciding how successful a lesson has been. You may need to think about how you observe a lesson – can you see the children from where you sit? Do you look at the work they have done and talk to them in order to gauge impact? Comment on impact will vary according to where the RPT is at in his/her training; impact would be a key component in comments to RPTs in or Spring or Summer SE, whereas feedback in the Autumn SE should achieve more of a balance between their teaching pedagogy and its impact. It is good practice to agree (in advance) with the RPT the core focus for your feedback. This would usually be related to one of their current targets or areas for development. Feedback that responds to need in this way means that improvement can be driven in the areas that need it and it is a constructive way of supporting the RPT. This does not mean that you should not comment on anything else at all, just prioritise what you choose to say. Be clear and positive about things done well. One comment that we sometimes hear is that “My feedback just stated what I’d done; it didn’t say if it was good”. A statement like “The praise in the plenary linked to the objective” could be transformed into approval by adding a positive adverb or just a well done on the end. RPTs thrive on positive reinforcement. Questions are a vital part of quality feedback. A comment, for example, that “There was poor behaviour,” makes the RPT a passive recipient, whereas rephrasing this as “Why do you think there was poor behaviour on table x?” means that a dialogue is begun and the RPT is challenged to think. Feedback should be a two-way process. If your lesson feedback is specific to the pedagogies and approaches of the subject being taught it is more likely to be helpful to the RPT in developing them as a teacher of that subject. Always remember where the RPT is in his/her training. Expectations increase as the RPT progresses through his/her programme and thus feedback that tunes in to this is the most successful. (Exemplar completed feedback proformas can be found on the PGCE mentor support webpages.) Think carefully about the target(s) that you suggest. Are they appropriate to the stage in training? Do they relate to something in the lesson feedback? Are they specific enough and related to one of the Teacher’s Standards? In particular, be careful about not giving ‘to-do list’ targets; a target such as “Next week, plan a longer sequence of maths lessons” is just part of next week’s requirements, and does not actually support the RPT by indicating how his/her skills need to develop. RPTs are not graded on individual lessons but it is helpful if the relevant achievement statement at the end of the form is ticked or highlighted. The development process is a transparent one and all parties need to understand how things are moving, either for reassurance or to ensure messages are understood. Please do not write up your feedback ‘in best’! As long as feedback is readable, it can be in note form, use bullet points or include crossings out and added bits. Feedback is more resonant when delivered soon after the lesson as the discussion will be fresh, plus we are not in favour of anything that requires duplicated effort!

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Appendix 7: Extra Support Proforma and Exemplar

EXTRA SUPPORT FORM

RPT Name: School: Date form set up:

Please use this form to record an action plan to support the RPT in boosting performance in specific areas. The Supervising Tutor, Mentor, ITT Co-ordinator or RPT may initiate this form, however, it must always be discussed with the RPT and accessible in their file.

Reasons for raising the form Other context (e.g. external pressures or areas of success)

SPECIFIC TARGET

Related Standard

SPECIFIC SUCCESS CRITERIA FOR RPT TO FOLLOW

SUPPORT ACTIONS FROM OTHERS (e.g. mentor, ITTCo, HT, subject leader)

Review Dates

1.

2.

3.

Name of person completing this form: Position (please highlight):

RPT/ Mentor/ ITTCo-ordinator/ University Tutor/ Programme Director

Please ensure that a copy is sent to the Partnership Office - primarypgce@reading.ac.uk

Review Date: Target

Notes on Progress Reviewed by Is the RPT now making satisfactory progress?

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1 Yes/ No

2 Yes/ No

3 Yes/ No

Result (please circle or highlight):

Form signed off – no further action Revised form needed Move to ‘at Risk of Failure’ category

The wellbeing and health of any RPT is of paramount importance. Our Student Wellbeing department is located in Room 106 (first floor) of the Carrington Building on the Whiteknights campus. They can support students with managing workload, feelings of stress or anxiety and a range of other things. Students are urged to pay attention to their welfare and contact the wellbeing service if necessary. Their webpage is at http://www.reading.ac.uk/internal/counselling/cou-home.aspx

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EXTRA SUPPORT FORM - Exemplar

RPT Name: Joe Smith School: A Primary School Date form set up: 01.10.18

Please use this form to record an action plan to support the RPT in boosting performance in specific areas. The Supervising Tutor, Mentor, ITT Co-ordinator or RPT may initiate this form, however, it must always be discussed with the RPT and accessible in their file.

Reasons for raising the form Other context (e.g. external pressures or areas of success) Lesson observations have had the same target for the last 3 observations.

SPECIFIC TARGET

Related Standard SPECIFIC SUCCESS CRITERIA FOR RPT TO FOLLOW

SUPPORT ACTIONS FROM OTHERS (e.g. mentor, ITTCo, HT, subject leader)

Review Dates

1. be accountable for pupils’ progress and outcomes (It is very clear which Standard is being addressed)

2.1 RPT to set appropriate learning objectives with success criteria for each lesson taught, drawing on NC and other appropriate documentation. (RPT is given a clear and specific way forward to enable her to demonstrate the relevant Standard.)

RPT to action and ask Mentor to review plans prior to teaching. (RPT has to do her part but the Mentor also has to commit to support)

18/10/18 (Timescale is very clear)

2. make use of formative and summative assessment to secure pupils’ progress

6.2 1. Use existing data, previous assessments and level information to plan teaching, indicating prior learning on planning pro-forma 2. Indicate detailed questions on planning for all subjects to review understanding before setting children off on independent tasks, during the main phase of the lesson and during the plenary to review learning (Pro-active suggestions – the form is more than a list of what the RPT cannot do.)

Mentor to provide one lesson observation opportunity for student with formative assessment as focus RPT to incorporate questioning within lesson plans (Observation is a key support strategy.)

18/10/18

3. Name of person completing this form: Fred Bloggs Position (please highlight):

RPT/ Mentor/ ITTCo-ordinator/ University Tutor/ Programme Director

Please ensure that a copy is sent to the Partnership Office - primarypgce@reading.ac.uk

Review Date:

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Target

Notes on Progress Reviewed by Is the RPT now making satisfactory progress?

1 Yes/ No

2 Yes/ No

3 Yes/ No

Result (please circle or highlight):

Form signed off – no further action Revised form needed Move to ‘at Risk of Failure’ category

The wellbeing and health of any RPT is of paramount importance. Our Student Wellbeing department is located in Room 106 (first floor) of the Carrington Building on the Whiteknights campus. They can support students with managing workload, feelings of stress or anxiety and a range of other things. Students are urged to pay attention to their welfare and contact the wellbeing service if necessary. Their webpage is at http://www.reading.ac.uk/internal/counselling/cou-home.aspx

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Appendix 8: Teachers’ Standards Grading Statements for the Autumn Placement

These statements describe the expected standard for an RPT at this early point in their training. Standard 1 - Set high expectations which inspire, motivate and challenge pupils RPTs are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. RPTs show that they have appropriately high expectations, believing that all pupils have the potential to make progress. RPTs are able to develop a rapport with a range of individuals and groups. RPTs demonstrate professional behaviour, respect for pupils and colleagues, and identify and support the ethos of the school.

Standard 2 - Promote good progress and outcomes by pupils RPTs understand how they, as trainee teachers, are accountable for the attainment, progress and outcomes of pupils and take some responsibility for this with guidance from the class teacher. Their planning and teaching of individual lessons demonstrates some understanding of, and provision for, pupil progression taking into account prior achievement. RPTs are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice.

Standard 3 - Demonstrate good subject and curriculum knowledge RPTs have sufficiently secure knowledge and understanding of the relevant curriculum areas to teach their placement year group effectively. RPTs can plan appropriate learning objectives for the age range they are teaching and with support identify prior and next steps in learning. RPTs are able to use correct subject-specific language in order to help learners develop knowledge, understanding and skills. RPTs recognise the need to extend and update their subject and pedagogical knowledge and have shown the ability and readiness to do so. RPTs demonstrate an understanding of the need to promote high standards of communication, reading, writing and numeracy for all learners and they are beginning to build this into their teaching.

Standard 4 - Plan and teach well-structured lessons RPTs employ a range of engaging teaching strategies and resources. With guidance, RPTs plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching, RPTs maintain the pace of the learning and can reflect on how they could adapt their teaching in order to respond to the needs of the learners. RPTs review and reflect on their own planning and teaching to prepare future activities and tasks.

Standard 5 - Adapt teaching to respond to the strengths and needs of all pupils Lesson plans include differentiation to accommodate children who need support and challenge. RPTs are aware of a range of factors that are potential barriers to achievement and are beginning to understand how experienced teachers use a range of strategies to reduce these barriers. With support RPTs begin to deploy these strategies themselves. RPTs show awareness of how children and young people develop and take account of this in their teaching.

Standard 6 - Make accurate and productive use of assessment RPTs demonstrate, through reflective conversations and evaluations, some understanding of a range of formative and summative assessment strategies, designed to support pupils in making progress. RPTs begin to deploy these strategies in lessons, to evaluate the impact of teaching on the progress of learners. RPTs feedback on pupil progress to their mentor with an understanding of the importance of doing so. RPTs mark pupils’ work in accordance with school policy and provide appropriate oral feedback to pupils to help them to make progress.

Standard 7 - Manage behaviour effectively to ensure a good and safe learning environment

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RPTs maintain good relationships with pupils and are developing an effective teacher presence. RPTs are aware of the range of strategies that experienced teachers use to promote behaviour for learning. RPTs are able to apply these appropriately, with guidance from their mentor, in the context of the school’s behaviour policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. RPTs recognise that planning appropriate lessons that challenge learners, will contribute to successful behaviour management.

Standard 8 - Fulfil wider professional responsibilities RPTs can build effective professional relationships with colleagues and can work collaboratively. RPTs begin to communicate with support staff. In evaluating their own practice RPTs are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets. RPTs are responsive to advice from more experienced colleagues. RPTs support the ethos of the school and are able to shadow their mentor in activities that support the team or key stage in which RPTs are working. RPTs recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being.

Part 2 RPTs relate to pupils in ways that do not cause concern and they respond with acceptance to pupils expressing personal ideas. They also encourage tolerance of unfamiliar ideas in all pupils. They support the school’s ethos and policies by adopting relevant routines and any misjudgements are not repeated. Timekeeping is good throughout the school day and general duties are fulfilled. They begin to contribute to the wider life of the school by attending staff meetings and shadowing playground duty. They are thoughtful and respectful to everyone in the staffroom and throughout other professional encounters. They can articulate the school’s policy for Child Protection and Safeguarding and know what to do when reporting a concern. Dress, language and general demeanour are always of a professional nature.

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Appendix 9: Lesson Planning Staged Support Flowchart

Phase 1

Shared

At the beginning of the training programme, it is expected that RPTs will write a lesson plan, typically using the UoR proforma. To avoid duplication, the proforma could be attached to commercial lesson plan, where applicable. To develop RPT confidence and competence, mentors should support their RPT by:

Co-planning Viewing plans and offering constructive feedback in advance Providing a medium-term plan framework Supporting the RPT with suggested resources, activities etc

Phase 2

Guided

This is a time of transition. RPTs will begin this phase planning along the lines of phase one. As they build confidence, competence and proportion of teaching time, they may agree with their mentor and tutor that their planning can take on the characteristics of phase three. It is likely that RPTs will move more swiftly through this process when teaching maths and English.

Phase 3

Independent

RPTs are expected to plan to a level where: Children make progress Specific needs are taken into account Adults are appropriately deployed Lesson time is used effectively Modelling, questioning and explanations are used well Assessment strategies are used purposefully

Confident and competent RPTs: RPT planning will typically take the format of:

Annotated school or commercial medium term or unit planning and/or

Weekly plans and/or Notebook/PPT or equivalent

RPTs requiring additional support: If observation indicates that planning and teaching is not having the outcomes identified above then the RPT, mentor and/or tutor may identify the need to increase detail in the planning process by returning to an earlier phase. It is likely that this will be an aspect of a process of extra support.

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Notes Evaluations: Every lesson taught should be evaluated through annotations and formal or informal discussion Formal observations: When a tutor or moderator is observing a lesson, hard copy planning should be provided. An observer must be able to access the planning.